Collaborative Learning in an Online-only Design for Manufacturability Course

Tucker, Taylor; Dancholvichit, Nattasit; Liebenberg, Leon

doi:10.18260/1-2--36808

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…Each stage lasted two weeks, with the whole program lasting a total of six weeks (Figure 1). http://ijlter.org/index.php/ijlter Every Team online collaborative platform (Tucker et al, 2021) and the Zoom video call platform due to its efficacy, convenience, and immediate feedback. During the first stage (icebreaker), the Miro online collaborative platform was used as a working tool.…”

Section: Coil Program Implementationmentioning

confidence: 99%

Incorporating Collaborative Online International Learning (COIL) into Common Practices for Architects and Building Engineers

Gutiérrez-González

Coello-Torres²,

Cuenca-Romero³

et al. 2023

IJLTER

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Higher education institutions and educators must provide their students with the opportunity to have global, intercultural, and collaborative experiences that will enable them to solve specific problems in different socio-cultural contexts. Industry 4.0 provides a very suitable context in which to carry out these experiences from home, thus contributing to the wider goals of environmental sustainability and global availability. This work analyzes students’ experiences and engagement when involved in collaborative online international learning (COIL), aimed at establishing how pluricultural competence can be digitally developed in the field of architecture at university level. The experiment was carried out as part of the assessments for first year undergraduate students enrolled in a bachelor’s degree in architecture in Piura, Peru and postgraduate students enrolled in a master’s degree in inspection, rehabilitation, and energy efficiency in Burgos, Spain. Results show that the experience motivated participants, with 48% responding that they were very satisfied, 38% extremely satisfied, and 14% moderately satisfied. The study’s findings confirm that pluricultural competence among students can be enhanced by using virtual cooperation. The learning experience offered participants the chance to boost their confidence and communication skills and to take part in a new learning environment as well as to exchange knowledge with international peers, thereby preparing them to form part of a global environment.

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Section: Coil Program Implementationmentioning

confidence: 99%

Incorporating Collaborative Online International Learning (COIL) into Common Practices for Architects and Building Engineers

Gutiérrez-González

Coello-Torres²,

Cuenca-Romero³

et al. 2023

IJLTER

View full text Add to dashboard Cite

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Challenges and Opportunities in Remote Prototyping: A Case-Study during COVID-19

et al. 2022

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Collaboration is common practice within design disciplines and beyond. Brainstorming, discussions, and prototyping tend to occur within the same physical space. The reduction of human interaction during the COVID-19 pandemic disrupted these practices. In this paper, we focus on the possibilities and challenges of remote prototyping of four student teams by combining a double diamond approach with tools to overcome remote work challenges. The results were analyzed to understand crucial tools, advantages, and obstacles. The key challenges and opportunities were then identified and examined.

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Exploring students’ Twitter use in the online classroom across 4 years

Rohr

Costello

Squires

2023

E-Learning and Digital Media

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Online asynchronous courses require close attention to course design to ensure there are strategies in place to foster social presence to build stronger senses of community and to motivate students to engage (content, peers and instructors). Judicious use of social media may serve this purpose. Since its inception, social media, Twitter in particular, has been employed in higher education courses for teaching and learning experiences with a notable impact on student engagement and social presence. This research examines students’ use of Twitter for assessment and interaction in the online asynchronous classroom from 2014 to 2018, to determine if there has been an increase in the length, amount or content within Tweets, and if students report stronger engagement and interaction following the use of Twitter for assessment. While results indicate such a connection exists, students were more focused on completing course requirements than creating connections or interacting with others, and were bothered by the constraints of the Tweet length.

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Collaborative Learning in an Online-only Design for Manufacturability Course

Cited by 3 publications

References 10 publications

Incorporating Collaborative Online International Learning (COIL) into Common Practices for Architects and Building Engineers

Incorporating Collaborative Online International Learning (COIL) into Common Practices for Architects and Building Engineers

Challenges and Opportunities in Remote Prototyping: A Case-Study during COVID-19

Exploring students’ Twitter use in the online classroom across 4 years

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